Inclusive transition arrangements support all children. Best practice ensures that the child or young person is fully involved in the process to ensure that their preferences are shared. Using this approach supports developing self advocacy skills that help to prepare for the future.
You could use the following strategies:
- ‘All about me’ book, listing child or young person’s likes, dislikes, hobbies etc
- Key information about the school shared in an appropriate format eg photos.
- Visits to the new setting
- Home-school communication book.
Targeted transition support may be required for children with additional needs, including those with physical difficulties. Additional strategies which may also be appropriate include:
- Clear transition plan or passport
- Additional meetings/sharing of personalised information eg the child’s condition, current mobility needs in setting, communication strategies, medical needs/medication.
- Identification of Key Adult, who child and parent can communicate with directly (this may be the child’s Class Teacher/Tutor/Key Worker/Senco.
- Physical Difficulties (PD) training delivered by the PD Team will give all staff a clear overview of the child’s needs, and effective strategies to support them.
- Early planning to ensure a child can access all lessons: this may require small adaptations to lessons e.g. information sharing about PE lessons, new equipment purchased etc
Specialist transition packages may be needed for children with more significant physical difficulties. Additional strategies which may also be appropriate include:
- Moving and Handling training may be required. You can browse training opportunities using the following link: Devon Education Services online shop | DES. Training included follow up support from the PD Team with relevant paperwork, which might include Individual Risk Assessment; Manual Handling Plan, Personal Emergency Evacuation Plan.
- PD Net provide a range of training and transition resources including an Accessibility Toolkit to audit your current provision. You can access the toolkit using the following link: Accessibility Toolkit – pdnet
- Support services may assist with the transition process. A team of professionals around the child might include a Physiotherapist, Occupational Therapist, Bladder and Bowel Nurse, Children’s Community Nurse and/or Speech and Language Therapist.
- Some children may require physical adaptations to their environment. It is important these are planned with sufficient time for completion, especially if more significant adaptations such as requiring hoisting or lift access.
- Many children with physical difficulties require the use of a space to complete their physiotherapy programme with dignity, some children may require use of a plinth to complete their exercises and schools should work with professionals to identify an appropriate space.
- Some children may require sensitively planned support when using the toilet, they may require an Intimate Care Plan, and specialist equipment to use the toilet. Additional resources can be viewed using the following link: https://eric.org.uk/ These strategies can assist with increasing staff and child’s knowledge and confidence.
- Wheelchair planning: some children may increase their use of their wheelchair when moving to a larger school site. It is essential discussions start early to allow time for assessment and applications for a suitable wheelchair, especially if it is charity funded. The child will require time to practice using their wheelchair around the new school site when before they start. This may be after school when the school is quieter. The child may also need to be shown which route they use if it is different to their peers (use of a lift, step free access, permission to not use the one way system).
- Many children with physical difficulties will need to have passes as a reasonable adjustment eg Exit Pass (to leave lessons early, or when rest break is required); Lift pass; Early Lunch Pass (if they take longer to eat or need additional time for use of the toilet etc); Rest Breaks (ensure the child knows where they can go for a rest period).
- Individualised Transition Plan co-produced with child to effectively represent their needs, wishes and equipment.
- Break times planned for in advance, so the child knows where they can go at break and lunch times if they are tired, cold etc